Digital transformation of knowledge: role of YouTube electrotherapy videos in physiotherapy and rehabilitation

Abstract

Purpose: YouTube is one of the most important websites among university students and researchers. Because of this reason, it is important to determine the quality and reliability of videos in this platform to be used as educational content. The purpose of this study is to evaluate the quality and reliability of YouTube videos in electrotherapy education. Methods: The keywords namely; electrotherapy in physiotherapy, electrotherapy in physiotherapy lecture, electrotherapy in physical therapy and rehabilitation were searched on YouTube. The reliability and quality of the videos were evaluated respectively by using DISCERN and Global Quality Scale (GQS) scores. Results: A total of 150 videos were reviewed in the current study. Finaly, 28 videos met the inclusion criteria were included in the study. The level of agreement between the two investigators was good regarding classifying the videos as reliable (Kappa coefficient: 0.904). Inter-observer agreement was 0.86 and 0.92 for DISCERN and GQS scores, respectively. The types of organizations that upload videos with Electrotherapy videos were most commonly uploaded by Physiotherapists. Doctors uploaded the lowest number of videos. It was found that physiotherapist uploaded the highest quality videos. DISCERN instrument, where the average total score was 3 (range 0 to 5). Conclusion: YouTube can be a valuable platform for making application-based electrotherapy techniques more comprehensible, leveraging contemporary technological tools.

Keywords

• Electrotherapy
• Education
• Internet
• Video
• YouTube

Bilginin dijital dönüşümü: fizyoterapi ve rehabilitasyonda YouTube elektroterapi videolarının rolü

Abstract

Amaç: YouTube, üniversite öğrencileri ve araştırmacılar arasında en önemli web sitelerinden biridir. Bu nedenle, bu platformdaki videoların eğitim içeriği olarak kullanılmak üzere kalitesinin ve güvenilirliğinin belirlenmesi önemlidir. Bu çalışmanın amacı, elektroterapi eğitiminde YouTube videolarının kalitesini ve güvenilirliğini değerlendirmekti. Yöntem: YouTube'da fizyoterapide elektroterapi, fizyoterapi dersinde elektroterapi, fizik tedavi ve rehabilitasyonda elektroterapi anahtar kelimeleri aranmıştır. Videoların güvenilirliği ve kalitesi sırasıyla DISCERN ve Genel Kalite Ölçeği (GKÖ) puanları kullanılarak değerlendirilmiştir. Bulgular: Mevcut çalışmada toplam 150 video incelenmiştir. Sonuç olarak, dahil edilme kriterlerini karşılayan 28 video çalışmaya dahil edildi. İki araştırmacı arasında videoların güvenilirlik açısından sınıflandırılması konusunda iyi bir uyum sağlandı (Kappa katsayısı: 0,904). Gözlemciler arası uyum, DISCERN ve GKÖ puanları için sırasıyla 0,86 ve 0,92 idi. Elektroterapi videoları yükleyen kuruluşların türleri arasında en yaygın olanı fizik tedavi uzmanlarıydı. Doktorlar en az sayıda videoyu yüklemiştir. Fizyoterapistlerin en yüksek kaliteli videoları yüklediği tespit edilmiştir. DISCERN aracında ortalama toplam puan 3 (0 ila 5 aralığı) bulunmuştur. Sonuç: YouTube, çağdaş teknolojik araçlardan yararlanarak uygulama tabanlı elektroterapi tekniklerini daha anlaşılır hale getirmek için değerli bir platform olabilir.

Keywords

• Elektroterapi
• Eğitim
• İnternet
• Video
• YouTube

References

1. Underhill, C, McKeown, L. Getting a second opinion: Health information and the Internet. Health Report. 2008;19:65.
2. Sui W, Sui A, Rhodes RE. What to watch: Practical considerations and strategies for using YouTube for research. Digital Health. 2022;8:20552076221123707.
3. Gutmann J, Kühbeck F, Berberat PO, et al. Use of learning media by undergraduate medical students in pharmacology: a prospective cohort study. PLoS One 2015;10:e0122624.
4. Ellaway, RH, Fink P, Graves L, Campbell A. Left to their own devices: Medical learners’ use of mobile technologies. Medical Teacher. 2014;36:130-138.
5. Joshi, NK, Yarris, LM, Doty CI, et al. Social media responses to the Annals of Emergency Medicine residents' perspective article on multiple mini-interviews. Annals of Emergency Medicine. 2014;64:320-325.
6. Curran, V, Matthews L, Fleet L, et al. A review of digital, social, and mobile technologies in health professional education. Journal of Continuing Education in the Health Professions. 2017;37:195-206.
7. Mesko B, Győrffy Z, Kollár J. Digital literacy in the medical curriculum: A course with social media tools and gamification. JMIR Medical Education. 2015;1:e4411.
8. Ruiz, JG, Mintzer MJ, Leipzig RM. The impact of e-learning in medical education. Academic Medicine, 2006;81:207-212.

9. Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the health professions: A meta-analysis. JAMA. 2008;300:1181–1196.
10. Garside MJ, Fisher, JM, Blundell, AG, et al. The development and evaluation of mini-gems– Short, focused, online e-learning videos in geriatric medicine. Gerontology & Geriatrics Education. 2018;39;132–143.
11. Topps D, Helmer J, Ellaway R. YouTube as a platform for publishing clinical skills training videos. Academic Medicine. 2013;88:192–197.
12. Curran V, Simmons K, Matthews L, et al. YouTube as an educational resource in medical education: A scoping review. Medical Science Educator. 2020;30:1775-1782.
13. Lee KN, Son GH, Park SH, et al. YouTube as a source of information and education on hysterectomy. J Korean Med Sci. 2020;35:196.
14. Chang MC, Park D. YouTube as a source of patient information regarding exercises and compensated maneuvers for dysphagia. Healthcare. 2021;9:123–133.
15. Madathil KC, Rivera-Rodriguez AJ, Greenstein JS, et al. Healthcare information on YouTube: A systematic review. Health Informatics J. 2015;21:173-194.
16. Erkin Y, Hanci V, Ozduran E. Evaluation of the reliability and quality of YouTube videos as a source of information for transcutaneous electrical nerve stimulation. PeerJ. 2023;11:e15412.
17. Haslam K, Doucette H, Hachey S, et al. YouTube videos as health decision aids for the public: An integrative review. Can J Dent Hyg. 2019;53:53- 66
18. Cassidy JT, Fitzgerald E, Cassidy ES, et al. YouTube provides poor information regarding anterior cruciate ligament injury and reconstruction. Knee Surg Sports Traumatol Arthrosc. 2018;26:840-845.
19. Akyol A, Karahan İ. Is YouTube a quality source of information on sarcopenia? Eur Geriatr Med. 2020;11:693-697.
20. Koçyiğit BF, Akyol A, Şahin AR. Analysis of YouTube videos on pulmonary rehabilitation in COVID-19. Cent Asian J Med Hypotheses Ethics. 2021;2:36-42.
21. Charnock D, Shepperd S, Needham G, et al. DISCERN: An instrument for judging the quality of written consumer health information on treatment choices. J Epidemiol Community Health. 1999;53:105-111.
22. Bernard A, Langille M, Hughes S, et al. A systematic review of patient inflammatory bowel disease information resources on the World Wide Web. Am J Gastroenterol. 2007;102:2070-2077.
23. Sharma T, Sharma S. A study of YouTube as an effective educational tool. The Journal of Contemporary Issues in Business and Government, 2021;27:2686-2690.
24. Turhan B, Kocamaz D. Importance of anatomy education on electrotherapy lectures in physiotherapy and rehabilitation curricula: Student perceptions of a foundation university. Med Sci Educ. 2021;31:1669-1675.
25. Da Silva OGV, Guelpel MVC, Da Silva Assis WL, et al YouTube as an educational tool: Insights from a scientific analysis. Cadernos de Educação, Tecnologia e Sociedade. 2024;17:1444-1459.
26. Díaz-Fernández Á, Jiménez-Delgado JJ, Osuna- Pérez MC, et al. Development and implementation of a mobile application to improve electrotherapy education in universities. In 2016 International Conference on Interactive Mobile Communication, Technologies and Learning (IMCL) 2016; (pp. 33- 37). IEEE.
27. Brame CJ. Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE-Life Sciences Education, 2017.
28. Salian, SC, Singh, J. Perception of recent physiotherapy graduates regarding electrotherapy in undergraduate curriculum content. Int J Physiother Res. 2016;4:1468-1475.